@article{KruegelVituEngbert2012,
  author    = {Kr{\"u}gel, Andre and Vitu, Francoise and Engbert, Ralf},
  title     = {Fixation positions after skipping saccades - a single space makes a large difference},
  series = {Attention, perception, \& psychophysics : AP\&P ; a journal of the Psychonomic Society, Inc.},
  volume    = {74},
  journal   = {Attention, perception, \& psychophysics : AP\&P ; a journal of the Psychonomic Society, Inc.},
  number    = {8},
  publisher = {Springer},
  address   = {New York},
  issn      = {1943-3921},
  doi       = {10.3758/s13414-012-0365-1},
  pages     = {1556 -- 1561},
  year      = {2012},
  abstract  = {During reading, saccadic eye movements are generated to shift words into the center of the visual field for lexical processing. Recently, Krugel and Engbert (Vision Research 50:1532-1539, 2010) demonstrated that within-word fixation positions are largely shifted to the left after skipped words. However, explanations of the origin of this effect cannot be drawn from normal reading data alone. Here we show that the large effect of skipped words on the distribution of within-word fixation positions is primarily based on rather subtle differences in the low-level visual information acquired before saccades. Using arrangements of "x" letter strings, we reproduced the effect of skipped character strings in a highly controlled single-saccade task. Our results demonstrate that the effect of skipped words in reading is the signature of a general visuomotor phenomenon. Moreover, our findings extend beyond the scope of the widely accepted range-error model, which posits that within-word fixation positions in reading depend solely on the distances of target words. We expect that our results will provide critical boundary conditions for the development of visuomotor models of saccade planning during reading.},
  language  = {en}
}
@article{KucianKohnHannulaSormunenetal.2012,
  author    = {Kucian, Karin and Kohn, Juliane and Hannula-Sormunen, Minna M. and Richtmann, Verena and Grond, Ursin and K{\"a}ser, Tanja and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit},
  year      = {2012},
  language  = {de}
}
@book{EsserWyschkon2012,
  author    = {Esser, G{\"u}nter and Wyschkon, Anne},
  title     = {Basisdiagnostik umschriebener Entwicklungsst{\"o}rungen im Vorschulalter : (BUEVA) Version II},
  publisher = {Beltz},
  address   = {G{\"o}ttingen},
  pages     = {100 S.},
  year      = {2012},
  language  = {de}
}
@article{Rauh2012,
  author    = {Rauh, Hellgard},
  title     = {Bedeutung der fr{\"u}hkindlichen Bindungsqualit{\"a}t f{\"u}r Kinder mit Trisomie 21. Erfahrungen aus einer Langzeitstudie {\"u}ber 20 Jahre},
  isbn      = {978-3-17-021976-2},
  year      = {2012},
  language  = {de}
}
@article{Rauh2012,
  author    = {Rauh, Hellgard},
  title     = {Erste Bindung (12-13 Monate)},
  isbn      = {978-3-8379-2151-9},
  year      = {2012},
  language  = {de}
}
@book{IhleGroenWalteretal.2012,
  author    = {Ihle, Wolfgang and Groen, Gunter and Walter, Daniel and Esser, G{\"u}nter and Petermann, Franz},
  title     = {Depression},
  series = {Leitfaden Kinder- und Jugendpsychotherapie},
  volume    = {16},
  journal   = {Leitfaden Kinder- und Jugendpsychotherapie},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  isbn      = {978-3-8017-2381-1},
  pages     = {IX, 162 S.},
  year      = {2012},
  language  = {de}
}
@article{GoetheEsserGendtetal.2012,
  author    = {G{\"o}the, Katrin and Esser, G{\"u}nter and Gendt, Anja and Kliegl, Reinhold},
  title     = {Working memory in children : tracing age differences and special educational needs to parameters of a formal model},
  year      = {2012},
  abstract  = {Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and 1 deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.},
  language  = {en}
}
@phdthesis{Urbach2012,
  author    = {Urbach, Tina},
  title     = {What makes or breaks proactivity at work : how personal motives affect the evaluation of improvement suggestions},
  address   = {Potsdam},
  pages     = {226 S.},
  year      = {2012},
  language  = {en}
}
@phdthesis{Kohn2012,
  author    = {Kohn, Juliane},
  title     = {Rechenst{\"o}rungen im Kindes- und Jugendalter: psychische Auff{\"a}lligkeiten und kognitive Defizite},
  address   = {Potsdam},
  pages     = {418, 48 S.},
  year      = {2012},
  language  = {de}
}
@article{HeisterKliegl2012,
  author    = {Heister, Julian and Kliegl, Reinhold},
  title     = {Comparing word frequencies from different German text corpora},
  isbn      = {978-3-86956-178-3},
  year      = {2012},
  language  = {en}
}